The purpose of this lesson is for students to recognize the relationships among living organisms and the surrounding environment, especially the in the environment the students live in. This unit will include multiple lab activities and real life applications.
Learning Performances and Standards
Identify what ideas in what standards you are addressing. Be sure to "unpack" the standards you use to state its subtopics, what students need to understand before addressing this standard, and the probable misconceptions that students may hold. Once you have your standards, you should state your learning objectives for the unit in terms of learning performances that express the cognitive work students will be able to do with what you are teaching them. Use our list of science practices as a resource. Note: You are encouraged to use the standards you or someone else has already unpacked in this class. GSEs: LS1 (5-6) - 1 Students demonstrate understanding of biodiversity by…
1a recognizing that organisms have different features and behaviors for meeting their needs to survive (e.g., fish have gills for respiration, mammals have lungs, bears hibernate).
LS2 (5-6) - 5 Students demonstrate an understanding of equilibrium in an ecosystem by …
5a identifying and defining an ecosystem and the variety of relationships within it(e.g., predator/prey, consumer/ producer/decomposer, host/parasite, catastrophic events).
LS2 (5-6) - 6 Students demonstrate an understanding of energy flow in an ecosystem by …
6a identifying the sun as the major source of energy for life on earth and sequencing the energy flow in an ecosystem.
6b. describing the basic processes and recognizing the substances involved in photosynthesis and respiration.
LS2 (5-6) - 7 Students demonstrate an understanding of recycling in an ecosystem by …
7a explaining the processes of precipitation, evaporation, condensation as parts of the water cycle.
7b completing a basic food web for a given ecosystem
Concept Map of the Concepts Addressed in the Unit:
Lesson Sequence
Present a sequence of lessons for 10-15 days of instruction, including at least one lesson that provides students with opportunities to engage in inquiry practices described in class. At least three of the lessons, including the inquiry lesson, must be described completely. The remaining lesson plans can be brief, as described on page 38 of ChiapettaKoballaCh3.pdf. Note: You are encouraged to use the lessons that you have already written for this class.
Assessment Plan
Describe how you will assess your students' understanding of the unit's learning goals throughout the unit. These assessments should include formative assessments, e.g. questions that you ask that probe probable misconceptions, embedded assessments, e.g. activity artifacts, and summative assessments, e.g. tests and quizzes. Note: You are encouraged to use the assessment developed in class in this section.
Rationale
How did you make the topic meaningful for students? Students will be studying organisms in Narragansett Bay, which is the environment they live in. I will connect the subject material to the students lives. How did you make use of inquiry? I will make sure that students are developing their own questions and lab procedures, rather than just following steps in a lab manual. What are the ways in which you assessed student learning? How did you take account of students' prior experiences and knowledge? How will you sequence lessons so that they support the understanding of the learning outcomes? How will you help students make sense of the materials? Please make use of class readings and discussions in writing your rationale. The rationale is important because it serves as evidence that you are thinking about the unit like a teacher, i.e. going beyond "writing plans" to thinking about how you are going to engage your students with a topic in a way that builds over two or three weeks.
Title: Ecology
Author: Melissa Wetzel
Grade Level: 6
Course: General Science
Purpose of Unit
The purpose of this lesson is for students to recognize the relationships among living organisms and the surrounding environment, especially the in the environment the students live in. This unit will include multiple lab activities and real life applications.Learning Performances and Standards
Identify what ideas in what standards you are addressing. Be sure to "unpack" the standards you use to state its subtopics, what students need to understand before addressing this standard, and the probable misconceptions that students may hold. Once you have your standards, you should state your learning objectives for the unit in terms of learning performances that express the cognitive work students will be able to do with what you are teaching them. Use our list of science practices as a resource. Note: You are encouraged to use the standards you or someone else has already unpacked in this class.GSEs:
LS1 (5-6) - 1
Students demonstrate understanding of biodiversity by…
1a recognizing that organisms have different features and behaviors for meeting their needs to survive (e.g., fish have gills for respiration, mammals have lungs, bears hibernate).
LS2 (5-6) - 5
Students demonstrate an understanding of equilibrium in an ecosystem by …
5a identifying and defining an ecosystem and the variety of relationships within it (e.g., predator/prey, consumer/ producer/decomposer, host/parasite, catastrophic events).
LS2 (5-6) - 6
Students demonstrate an understanding of energy flow in an ecosystem by …
6a identifying the sun as the major source of energy for life on earth and sequencing the energy flow in an ecosystem.
6b. describing the basic processes and recognizing the substances involved in photosynthesis and respiration.
LS2 (5-6) - 7
Students demonstrate an understanding of recycling in an ecosystem by …
7a explaining the processes of precipitation, evaporation, condensation as parts of the water cycle.
7b completing a basic food web for a given ecosystem
Concept Map of the Concepts Addressed in the Unit:
Lesson Sequence
Present a sequence of lessons for 10-15 days of instruction, including at least one lesson that provides students with opportunities to engage in inquiry practices described in class. At least three of the lessons, including the inquiry lesson, must be described completely. The remaining lesson plans can be brief, as described on page 38 ofAssessment Plan
Describe how you will assess your students' understanding of the unit's learning goals throughout the unit. These assessments should include formative assessments, e.g. questions that you ask that probe probable misconceptions, embedded assessments, e.g. activity artifacts, and summative assessments, e.g. tests and quizzes. Note: You are encouraged to use the assessment developed in class in this section.Rationale
How did you make the topic meaningful for students? Students will be studying organisms in Narragansett Bay, which is the environment they live in. I will connect the subject material to the students lives.How did you make use of inquiry? I will make sure that students are developing their own questions and lab procedures, rather than just following steps in a lab manual.
What are the ways in which you assessed student learning?
How did you take account of students' prior experiences and knowledge?
How will you sequence lessons so that they support the understanding of the learning outcomes?
How will you help students make sense of the materials?
Please make use of class readings and discussions in writing your rationale. The rationale is important because it serves as evidence that you are thinking about the unit like a teacher, i.e. going beyond "writing plans" to thinking about how you are going to engage your students with a topic in a way that builds over two or three weeks.